As a part of the 2023-24 continuous improvement plan (CIP), St. Louis Park Middle School worked toward a goal that went beyond addressing student behavior. Their goal was to create a school culture that supports each student by addressing exclusionary practices, and the school achieved outstanding results. A cultural shift within the building was made, and behavior incidents dropped from 402 incidents to 268 incidents within one year. 

The school's focus was rooted in the belief that every student deserves to feel like they belong, both socially and academically. They used information from the Youth Data Analysts who researched the following questions:

• How does the SLP discipline system affect students? 

• What are student’s experiences?

• What role does the staff play?

Using data from the previous year and information from the YDA, the school committed to fostering a community of belonging and shaped their teaching and learning strategies.

What are inclusionary and exclusionary practices?

“In order for a classroom to be fully inclusionary we have to be creating space for students to show up and to share their own experiences. We can't address exclusion without actually talking about what inclusion is,” shared Principal Kalinowski. 

Inclusionary practices meant engaged students in the classroom and school community, emphasizing equity and access for all. Exclusionary practices were actions that alienated or removed students from the learning environment, often through discipline measures that did not contribute to a sense of belonging. The shift toward more inclusionary approaches meant that educators and staff had to rethink how they supported students’ behavior and learning. It also meant always seeking ways to keep students connected to the community rather than isolating them.

How was CARE used throughout the process?

A key element of this effort was the use of data from the CARE (Collaborative Action Research for Equity) cycles. These cycles allowed the school to track patterns in behavior, monitor the effectiveness of interventions, and understand how discipline impacted various student groups. By focusing on discipline data, the school hoped to identify areas where exclusionary practices were disproportionately affecting certain student populations and take action to remedy these disparities. The data collected during the CARE cycles served as a critical reflection tool. It not only highlighted areas where improvement was needed but also showcased where inclusionary practices were already having a positive impact. The goal of the CIP was not just about reducing disciplinary incidents but also about creating a school culture where every student could thrive in an inclusive and supportive environment.

What were the outcomes?

In reviewing the data, most incident referrals went down. The most notable decreases were in disruptive behavior, fighting, and inappropriate physical contact. Inappropriate play, language and threat had some increases. 

Through this ongoing work, St. Louis Park Middle School is striving to build a learning community that values each student and seeks to break down barriers to their success, making this a significant step toward long-term, sustainable improvements in student behavior and school climate.